Faculté des sciences de l'administration

Département de management

PLAN DE COURS
MNG-6172 : Stress and Well-Being at Work
NRC 86749 | Automne 2022

Mode d'enseignement : À distance

Temps consacré : 3-0-6 Crédit(s) : 3

This course presents ways to prevent occupational stress and to improve well-being in organizations. It covers the main theoretical
models of occupational stress, its causes and consequences on people and organizations. The fundamental principles of prevention and
criteria for successful interventions are discussed. The course also includes an overview of stress-related issues such as absenteeism,
presenteeism, and harassment.

This course is the English version of MNG-6142 Gestion et prevention du stress dans les organisations. Students that have previously
taken this course can't subscribe to this one. Only one of those two courses will be accepted. This course is offered online. For more
information, visit the course page at www.distance.ulaval.ca.

Plage horaire
Sur Internet
- 00h00 à 00h00 Du 6 sept. 2022 au 16 déc. 2022

Il se peut que l'horaire du cours ait été modifié depuis la dernière synchronisation avec Capsule. Vérifier l'horaire dans Capsule

Site de cours
https://sitescours.monportail.ulaval.ca/ena/site/accueil?idSite=144974

Office Numbers and Schedules

Caroline Biron
Enseignante
Caroline.Biron@fsa.ulaval.ca

Soutien technique
Comptoir d'aide APTI  (FSA)
Palasis Prince, Local 2215
https://www.fsa.ulaval.ca/techno 
caa@fsa.ulaval.ca

418-656-2131 poste 406258
1-877-785-2825, poste 406258 (sans frais)

© Université Laval Page 1 de 18

Sommaire
Course Description ............................................................................................................................. 3
Introduction .......................................................................................................................................................................................................................... 3
General Objectives ............................................................................................................................................................................................................... 3
Detailed Objectives .............................................................................................................................................................................................................. 3
Program Goals and Objectives .......................................................................................................................................................................................... 3
Instructional Approach ....................................................................................................................................................................................................... 5
Supervision ............................................................................................................................................................................................................................ 6

Course Content .................................................................................................................................. 6

Evaluations & Grading ....................................................................................................................... 6

Graded Assignments ........................................................................................................................................................................................................... 6
Informations détaillées sur les évaluations sommatives ............................................................................................................................................ 7
Developing a Strategic Approach to Preventing Occupational Stress .............................................................................................................. 7
Quiz 1 ............................................................................................................................................................................................................................. 10
Quiz 2 ............................................................................................................................................................................................................................. 10
Part 1. Reversed pedagogy: You are the professor .............................................................................................................................................. 11
Part 2. Final exam (essay questions) ....................................................................................................................................................................... 11
Grading Scale ...................................................................................................................................................................................................................... 12
Course Language Policy ................................................................................................................................................................................................... 12
Plagiarism and unauthorized sharing of course materials ....................................................................................................................................... 12
Disciplinary Regulations ................................................................................................................................................................................................... 12
Students with disabilities, learning difficulties or mental health problems .......................................................................................................... 13
Deadlines and Overdue Work .......................................................................................................................................................................................... 13
Laptop and Software Requirements .............................................................................................................................................................................. 13
Course Appreciation .......................................................................................................................................................................................................... 14

Teaching Materials ........................................................................................................................... 14

see material provided in Course Content ..................................................................................................................................................................... 14

References and Appendices ............................................................................................................ 14

References ........................................................................................................................................................................................................................... 14

© Université Laval Page 2 de 18

Course Description

Introduction
The new work reality we are facing today with the pandemic forces us more than ever to review our organizational priorities and
practices by supporting and training our managers on the importance of people management and psychological health. This course
covers the main explanatory models of stress in the workplace, psychosocial risks and management practices that promote
psychological health and well-being in the workplace. Emphasis is placed on the development and implementation of a strategic
organizational approach to develop caring organizations. 

A growing number of organizations are trying to intervene on these issues with little information and practical tools to carry out a
preventive approach to act on these problems and promote health and well-being at work.

Managers increasingly require that the well-being and health of people at work be taken into account and be considered as essential to
reaching the organization's goals. This course is an introduction to the practice of preventive activities in relation to stress at work and
the promotion of well-being in organizations. It covers specifically:

Major models and theories related to work stress, as well as its causes and consequences for individuals and organizations;
Psychosocial risks and their impact on both physical and mental health;
Principles of prevention and preventive strategies;
Organizational interventions to prevent occupational stress and improve well-being
The implementation and evaluation of organizational interventions;
Psychosocial safety climate
Issues closely related to psychosocial risks, such as presenteeism and harassment and returning to work after a sickness absence.

The course is intended for people who wish to acquire theoretical and practical knowledge about stress in the workplace, preventive
interventions, and improving well-being in organizations. This course outline is a contract between you and the professor. If you have any
comments or questions, please contact your professor.

Note concerning course workload: This graduate university course requires an average of 9 hours of work per week. 

General Objectives
At the end of this course, students will be able to critically evaluate stress prevention and health promotion activities in the workplace,
how they are implemented and how their impact is monitored. In addition, they will have a working knowledge of how to act on
psychosocial risks in order to reduce their consequences on ill-health. 

Detailed Objectives
By the end of the course, the student will have developed :

Theoretical knowledge on the currents of thought and the main models of stress at work;
Theoretical knowledge and initial practical experience in implementing a strategic approach to stress prevention and psychosocial
risk management in organizations;
A working knowledge of psychosocial risks and how to prevent them;
An ability to make critical judgments about the effectiveness of these activities, based on variations in their implementation;
An understanding of the levers and obstacles to the implementation of these activities, i.e. a strategic and ethical perspective on
their implementation.
A theoretical knowledge of methods to evaluate the process and effects of interventions on people and organizational performance.

Program Goals and Objectives

  Program Goal Program Objective

1. Be capable of critical thinking Demonstrate critical-thinking skills in studying
and analyzing problems in the field of business
2. Possess the skills and underlying knowledge to make complex Demonstrate knowledge and skills in different
© Université Laval Page 3 de 18
 2. Possess the skills and underlying knowledge to make complex Demonstrate knowledge and skills in different
business decisions (MBA) areas of business administration in identifying,
analyzing and solving problems and making
complex decisions
Be an expert in the field of study (Professional M. Sc.) Demonstrate the knowledge, skills, attitudes and
behaviours required to work in the field of study
3. Have a global business mindset Demonstrate the ability to interact effectively in
business with people from other cultures
4. Be an effective communicator a) Written Produce a professional text using appropriate
business style and vocabulary
b) Oral Deliver a professional oral presentation using an
appropriate business style and vocabulary
5. Have an ethical and socially responsible attitude Integrate the principles of responsible
development and ethical conduct into strategic
reflection and problem solving
6. Be prepared to use a variety of management and leadership skills Have self-awareness as a manager and leader,
(MBA) with knowledge of their strengths and weaknesses

Course's Level of Contribution to the Achievement of Program Objectives :

  Shortened Level of contribution Evaluation Activity(ies)

Program
Objectives How does the course contribute to the achievement of objectives? Name of evaluation activities
that measure the achievement
Not at all Very little Moderately To a Great
  of objectives
Extent

1. Critical-       x Team assignment

thinking skills
2. Knowledge     x   Quiz
and skills in
solving Exam
problems and
Team assignment
making
complex
decisions 
(MBA)
Knowledge,       x Quiz
skills, attitudes
and Exam
behaviours
Team assignment
required to
work in the
field of study 
(Professional
M. Sc.)
3. Ability to   x     Team assignment
interact
effectively
with people
from other
cultures
4. a) Professional       x Team assignment
text
production Exam
© Université Laval Page 4 de 18
 production Exam
b) Professional x        
oral
presentation
5. Integration of       x Team assignment
principles of
responsible
development
and ethical
conduct
6. Strengths and     x   Quiz
weaknesses as
a manager Exam
and leader 
Team assignment
(MBA)

Instructional Approach
The course is designed according to a pedagogical approach specific to management training. The course material and format allow you
to adopt a learning approach based on collaboration, communication, teamwork and individual work.

These pedagogical methods will lead you to manage your time in a flexible but structured manner, in order to respect the pace of the
course.

This course consists of individual or team integration discussions and activities and animations. The teaching methods used in this
course are as follows:

Reading of scientific articles and reference documents;

Video and audio capsules on the various themes covered in the course;
Team coaching
Examples of business situations;
Individual exercises;
Case studies or simulations.

During this course, you will be required to do readings every week. Since the course content is mainly based on these readings, you will
be responsible for carrying them out independently to ensure your success. You will also be required to apply your knowledge through
exercises, case analysis and practical work, thereby tying the strings between theory and professional practice.  Team work will also allow
you to deepen your knowledge of a particular issue.

Here is the list of learning activities that will be used during the session:

Learning Activities Description

Required and Suggested A series of readings from this website will be proposed to you in order to help you assimilate the
Readings concepts related to the subject.
PowerPoint In order to synthesize the material, a series of PowerPoint presentations have been prepared.
Presentations
Discussion Forums You will be encouraged to use the discussion forums to exchange with your colleagues and participate
in debates. The forums are not scored.
Online Quizzes Two quizzes will have to be completed at the end of each of the first two course modules in order to
verify the understanding of the material.
Exercices You will also have exercises to do individually based on case studies. You will be able to discuss them
on the forum.
Term Paper (team) The term paper will be done in teams and will consist of taking ownership of one of the issues
addressed, developing a strategic approach to the problem and making recommendations. See the
Evaluation section for more details.
Exam (online/home There will be an online final exam covering the entire subject. The purpose of the final exam will be to
exam) assess your integration of the material seen during the term and your ability to make connections
between theory and practice. 
© Université Laval Page 5 de 18
 between theory and practice. 

Supervision
The professor will provide you with feedback primarily through discussions in the virtual classroom sessions, discussion forums and by
email. Questions sent by email will be answered within 48 business hours. Please contact the professor by email if you would like to
make a telephone appointment with her.

Course Content
Le tableau ci-dessous présente les semaines d'activités prévues dans le cadre du cours.

Titre Date
Module 1 : Psychosocial risks and preventive measures
Session 1 - Introduction 6 sept. 2022
Session 2 - Job stress theories 12 sept. 2022
Session 3 - Preventive Strategies 19 sept. 2022
Session 4 - Managing psychosocial risks in the workplace (virtual class Sept 26, 12h30-14h30) 26 sept. 2022
Quiz 1  
available between Oct 3 and Oct 6
Module 2: Strategic approach to preventing stress at work
Session 5 : Preparation/Building a business case 3 oct. 2022
Session 6 : Identification of risks, solutions and development of an action plan (Virtual class Oct 12, 12h30- 10 oct. 2022
14h30)
Session 7 : Implementing interventions 17 oct. 2022
Session 8 : Evaluating interventions 24 oct. 2022
Reading week (Oct 31 - Nov 4)  
Quiz 2  
available between November 7 and November 10
Module 3 : Current concerns on stress and well-being
Session 9: Caring organizations - Psychosocial safety climate 7 nov. 2022
Session 10 : Presenteeism at work 14 nov. 2022
Session 11 : Teleworking 21 nov. 2022
Session 12 : Returning to work after a mental health problem 28 nov. 2022
Session 13 :Revision and preparation for exam (virtual class on December 5, 12h30-14h30) 5 déc. 2022
Home exam  
Available between December 7 and December 11

Note : Veuillez vous référer à la section Course Content de votre site de cours pour de plus amples détails.

Evaluations & Grading

Graded Assignments

© Université Laval Page 6 de 18

 Sommatives
Titre Date Mode de travail Pondération
Team assignment  (Somme des évaluations de ce regroupement) 30 %
Developing a Strategic Approach to Preventing Dû le 4 déc. 2022 à 23h59 En équipe 30 %
Occupational Stress
Quiz  (Somme des évaluations de ce regroupement) 30 %
Quiz 1 Du 3 oct. 2022 à 07h00 Individuel 15 %
au 6 oct. 2022 à 23h59
Quiz 2 Du 7 nov. 2022 à 07h00 Individuel 15 %
au 10 nov. 2022 à 23h59
Exam  (Somme des évaluations de ce regroupement) 40 %
Part 1. Reversed pedagogy: You are the professor Dû le 11 déc. 2022 à 23h59 Individuel 20 %
Part 2. Final exam (essay questions) Du 8 déc. 2022 à 07h00 Individuel 20 %
au 11 déc. 2022 à 23h59

Informations détaillées sur les évaluations sommatives

Developing a Strategic Approach to Preventing Occupational Stress

Date de remise : 4 déc. 2022 à 23h59
Contribution au travail d'équipe : 11 déc. 2022 à 23h59
Mode de travail : En équipe
Pondération : 30 %
Répartition de la correction 80 % Corrigé par l'enseignant
et critères :
Critère Notation
The work is addressed to a clearly identified board of directors 2
The problem is well documented 5
The arguments are well supported and the case is convincing for the Board of 7
Directors
The principles of prevention seen during the course are applied 5
References are sufficient and well cited (at least 15) 3
Clear, structured, consistent presentation/quality of written English 3

20 % Contribution au travail d'équipe

Critère Notation
Quality of work 2,5
Quality of efforts/participation 2,5

Remise de l'évaluation : Boîte de dépot

Directives de l'évaluation :
This work aims to deepen your knowledge and competence on a particular theme related to
occupational stress and well-being. 

 Your work will consist of putting together a dossier made up of three elements:

1. Executive summary (about 250 words)

2. Extensive report (about 20 pages, excluding bibliography).

© Université Laval Page 7 de 18

 3. A bibliography of at least 15 scientific or academic references (not counted in the 20 pages). If you
wish, you may also attach appendices, which are not included in the 20 pages (e.g., risk identification
tools, impact assessment tools, maps of existing practices in the organization, or other).

Instructions

Pretend your are a team of consultants specializing in stress prevention. You are asked by an
organization to provide an overview of a strategic approach to help this organization in tackling a
problem related to occupational stress/improving well-being. This organization can be your own
organization (in this case, you and your teammates agree on which organization will be used for the
purposes of this work). If you prefer, you can also choose an organization other than your own, but be
aware that you will have to contact a person who works in that organization. Your report on this topic
is intended for the Board of Directors so you will need to be convincing them of the importance of
this problem, and provide a strategic stepwise approach to tackle it. You must document the
problem by contacting one or more people in the company. You must then articulate the main
elements of a preventive approach so that you can make recommendations to the board of directors
(BOD) of the chosen company.

The work includes a fictitious part and a part to be completed in a real existing organization. The
interviews serve as data to document your problem. You must therefore interview people in an
organization. On the other hand, the part concerning your role as a consultant and the board of
directors is fictitious. You therefore use real interviews to feed into a fictitious situation. 

For example, if you choose to study burnout among nursing staff, you could interview a (real) nurse,
as well as a (real) manager in a hospital setting. Ideally, try to interview at least a person representing
the employees and one representing the employer or the managers. The (fictitious) board of
directors to whom you would make recommendations could be, for example, the board of a hospital
but it could also be a higher instance, for example the ministry for health and social services, or a
professional corporation, or a the board of administration of a union. Don't forget to identify who
your board of directors is and write the report to them.

The material collected from your participants will be helpful in documenting what the main
problems are in the organization, and what the main issues are in terms of preventing the problems.
Your work should include a stepwise strategic approach such as the one presented in Module 2 of the
course, namely what steps your team would take to prepare the organization before the intervention.
It is possible that some of the steps or recommendations may be difficult to apply to your problem,
but try as much as possible to have an approach that corresponds fairly closely to the presented
steps.

Start by telling the board of directors what the problem is. To convince them, you will first have to
document the problem using the scientific literature on the subject. Consult the library and use the
sources on the home page of this course. Your scientific sources (15) must be cited consistently
and uniformly in the majority of this section of the work. This first section is usually about 5-6 pages
long and is supported by scientific sources. If you work on burnout, you would start by describing
what burnout is, how it affects workers (nurses, to use the previous example), and why it is important
to prevent this problem. 

Once the problem has been described, indicate how you will go about developing the strategic
prevention approach in this organization by following the following steps :

Step 1. Preparation of an approach (What would you do if you were a consultant to ensure the
commitment of the partners (leaders, managers, employees, unions; title of the person who could be
the project leader, communication plan and its content)? 

Step 2. Assess the scope of the problem and identify the risks (what data sources exist to document
the problem/its scope/key risk groups/priorities for action).

Talk to people in the organization (a worker and/or manager and/or someone from the occupational
health and safety/human resources sector) to properly document this section. Indicate what
methods could be used to fill in the gaps in existing data in order to properly target the risks
(diagnosis). Justify the choice of your methods and specify their limitations so that the Board of
Directors is aware of the scope of the results you would obtain from your diagnosis. Please note,
however, that this is fictitious work, so you do not have to make a real diagnosis of the psychosocial
risks in the company (you do not have to administer surveys, for example). You base your diagnosis
© Université Laval Page 8 de 18
 risks in the company (you do not have to administer surveys, for example). You base your diagnosis
on the data that you will have collected from key people in the company. The risk identification grid
of the Institut national de santé publique du Québec can be particularly useful in this step. 

Step 3. Identification of concrete problems (specific problems related to the theme chosen for your
work).

What are the practices/policies/means and resources already in place in the organization that could
help address the problems you identified in the previous step? Your interview with a resource person
in the organization will allow you to complete this section and concretely identify the problems to be
corrected, the priority problems and the means / resources that could be better used or used
differently. The diagnostic stage generally provides us with a very brief portrait of the situation, while
stage 3 allows us to deepen/specify the nature of the problems and to map out the resources that
already exist to address them. 

Step 4. Development of solutions (for each of the priority problems identified, how will you proceed
to identify solutions?)

Based on input from members of the Health and Wellness Committee, what solutions would you like
to recommend to the Board of Directors? Justify your answers with the help of the literature. Here,
your answers should include primary, secondary and tertiary prevention solutions, but most of your
solutions should be in the area of primary prevention in order to target the sources of the problems.
Clearly position the strategies in terms of their level of prevention. 

Be sure to clearly break down the solutions in the grid presented in class (what individuals can do,
what work teams can do, what unions and the organization can do to address these problems).
Given that this is a fictitious approach, you do not have to develop a specific action plan for each of
the proposed preventive actions, but make sure you complete Step 5 and indicate the means
planned for the general implementation of your interventions. 

Step 5. Implementation of solutions and evaluation of impacts (what means will you recommend to
the Board of Directors in order to a) support the implementation of solutions and ensure their
sustainability, b) evaluate the spin-offs/impacts).

Propose here a few ways in which the approach can be properly implemented and evaluated. What
forms of support/resources will be needed to implement the solutions? For the evaluation, make sure
that you have measures that address both the process (are interventions implemented partly or fully?
how did people react?) and the outcomes (is it being implemented?). 

Your comments and recommendations must be supported both by your review of the literature on
the subject and by the data collected in the company you approach. Your recommendations will be
very briefly described in your summary.

WARNING: The name of the company or organization and the names of the people you meet do not
have to be mentioned in the work. This work will be consulted only by myself. The information
contained therein will remain confidential. If the people you meet wish to receive a copy of the work,
clearly indicate to them that this is a student work, and that as a professor, I cannot validate your
recommendations since I will not have participated in the observations.

Table of Contents and Bibliography: To ensure that your work evolves well, you must submit
to the professor, no later than October 3, 2022, the subject of your work, your partial
bibliography, the detailed table of contents, and the organization you intend to approach. Your
table of contents and bibliography must be sufficiently precise and give a good overview of what
you intend to address as an issue. It is not simply a matter of naming the 5 steps presented in
class.  It is understood that the table of contents and bibliography may be modified as you
progress in your work. This document should be sent via the drop box. You will receive my
comments shorly after. 

Instructions for writing your work

The practical work should be submitted in Word format and typeset in Times New Roman font size
12pi double-spaced, 2.5 margins. Appendices and bibliography are not included in the page count.

The English used in your evaluation work must be correct. Incomprehensible work, judged
© Université Laval Page 9 de 18
 The English used in your evaluation work must be correct. Incomprehensible work, judged
inadmissible by your teacher, will be returned to you to be started over.

The quality of your references (mainly peer-reviewed scientific articles or chapters of academic
books) will be assessed. These articles must be properly cited. To cite your sources properly, consult
the tools presented in Session 1. 

Students are asked to pay particular attention to spelling and clarity of expression in this work. This
will be part of the assessment.

The professor reserves the right to change the grade of a student who has not participated in the
work to meet the learning objectives, with evidence of the student's participation. 

 
Fichiers à consulter :  Confidentiality Agreement.doc (55 Ko, déposé le 6 juin 2022)
 Team_Contract_MNG-6142.docx (33,79 Ko, déposé le 6 juin 2022)
 Toolkit INSPQ psychosocial constraints.pdf (339,96 Ko, déposé le 6 juin
2022)

Quiz 1
Titre du questionnaire : Quiz 1
Période de disponibilité : Du 3 oct. 2022 à 07h00 au 6 oct. 2022 à 23h59
Tentatives : 1 tentative permise
Mode de travail : Individuel
Pondération : 15 %
Informations supplémentaires : AVAILABILITY PERIODS - QUIZ

You will need to complete each quiz between the following dates. Please note that after the deadline,
it will not be possible to complete the quiz. Please make sure to take note of these dates.

Quiz 1: October 3, 2022 (7:00 am) to October 6, 2022 (11:59 pm) (Eastern Daylight Time/Quebec
time) 

Quiz 2: November 7, 2022 (7:00 am) to November 10, 2022 (11:59 pm) (Eastern Daylight Time
/Quebec time) 

Quiz 2
Titre du questionnaire : Quiz - Module 2 English version
Période de disponibilité : Du 7 nov. 2022 à 07h00 au 10 nov. 2022 à 23h59
Tentatives : 1 tentative permise
Mode de travail : Individuel
Pondération : 15 %
Directives :
Terms and Conditions of Use

Your questionnaire will be saved continuously as you answer it.

In case of a technical problem, do not hesitate to close and then reopen your questionnaire.
Your answers will not be lost.

The time allowed for this questionnaire is limited:

The countdown will be initiated when you click on the "Start" button.
This countdown will not stop if you close the questionnaire window.
10 minutes before the end, the timer will change color to warn you.

© Université Laval Page 10 de 18

Part 1. Reversed pedagogy: You are the professor
Date de remise : 11 déc. 2022 à 23h59
Mode de travail : Individuel
Pondération : 20 %
Critères de correction : Critère Notation
Quality of the integration question and links with course material 8
Relevance of the response demonstrating the ability to apply the course material 6
to real-life situation
Logical grading and critical thinking skills 6

Remise de l'évaluation : Boîte de dépot

Directives de l'évaluation :
If you were a professor in this course, what integration question would you ask your students? As you
have seen in this course, the most effective interventions to prevent occupational stress involve a
shared responsibility among individuals, teams, leaders, organizations and even public decision-
makers. In order to promote the integration of the course material, you must, as part of this exercise :

a) Develop a scenario linking the course concepts with your professional experience (max 1/2
page).  If you do not have (or not enough) professional experience, you can develop a fictitious
scenario. Your scenario ends with an integration question, as if you were asking an essay question to
students in an exam. 

b) Next, develop the answer that would be expected from students answering this question. Your
answer must be adequate/relevant and related to the principles seen in the course regarding
prevention.

c) Indicate how you would correct this question assuming it is worth 10% of the final grade of the
course. Indicate how many out of 10 points you would give to each of the answer items. 

Each role-play will have to comply with the following instructions:

Demonstrates concrete work or academic experience

Clearly connects to the concepts of a course session
In a perspective of reverse pedagogy, you must develop an integration question in connection
with each situation that could be asked to your colleagues.
You must also write the answer to this integration question, which must demonstrate your
ability to link concrete work issues with prevention concepts and theories.

Format
3 pages in total (case + answer + correction scale used)
Line spacing: 1.5
Title page
Word format
File name: Name_First_Name_Experiential Integration 
Deposit in the drop box.

Fichiers à consulter :  You are the professor.docx (15,92 Ko, déposé le 6 juin
2022)

Part 2. Final exam (essay questions)

© Université Laval Page 11 de 18

Titre du questionnaire : Final exam MNG-6172
Période de disponibilité : Du 8 déc. 2022 à 07h00 au 11 déc. 2022 à 23h59
Tentatives : Nombre illimité de tentatives permises (Le résultat de la dernière tentative sera conservé)
Mode de travail : Individuel
Pondération : 20 %
Directives :
This is your final exam to complete at home. The procedure is the same as a quiz, but it is an
essay question and you have an unlimited number of attempts. This means that you can save
your work and come back to it later, as long as you submit the final version before the deadline.
You have 4 days to answer each essay question, maximum of 3500 words, unless otherwise
specified. It is not necessary to include a bibliography/cite specific sources, rather it is to
demonstrate what you have learned from this course.

Grading Scale

Cote % minimum % maximum Cote % minimum % maximum

A+ 92 100 C+ 65 69,99
A 88 91,99 C 60 64,99
A- 84 87,99 E 0 59,99
B+ 80 83,99
B 75 79,99
B- 70 74,99

Course Language Policy

Students have the possibility of handing in their papers and answering their exams in French with no consequences on their grade.
However, course materials, instructions and exams will not be translated and will be available in English only.

Plagiarism and unauthorized sharing of course materials

FSA ULaval does not tolerate conduct that does not comply with its ethical standards. The Règlement disciplinaire à l'intention des
étudiants et des étudiantes de l'Université Laval  lists some 20 academic infractions that are subject to penalty. Everyone knows the
most common errors, but are you aware that copying a few sentences from a work on paper or a website without inserting quotation
marks or citing the source are two of the infractions? Or that summarizing an author's original idea in your own words without citing the
source, and translating a text in part or entirely without stating its origin, are also prohibited? To avoid exposing yourself to
consequences ranging from failing a course to expulsion from the university, consult the following website: http://www.fsa.ulaval.ca
/politiquereglement  . You'll find everything you need to avoid plagiarism.

It is prohibited to reproduce, distribute, communicate or otherwise make accessible any material used in this course, whether entirely or
in part, without prior written authorization from the teacher. This includes pedagogical materials such as course notes, recorded class
meetings and lectures, case studies, exercises, answer keys, PowerPoint slides, and graded evaluations. It is also forbidden to distribute,
share or make accessible any such course materials by any means, including via the internet, social media, and information-sharing sites.
Otherwise, you risk breaching not just Copyright Law, but also Laval University's Disciplinary Code (Règlement disciplinaire à l'intention
des étudiants et étudiantes de l'Université Laval) and, thus, incurring sanctions specified in the Law or in the Code.

Disciplinary Regulations
Any student who is found to have committed a violation of the Règlement disciplinaire à l'intention des étudiants et des étudiantes de
l'Université Laval (Université Laval student disciplinary regulations) in this course, especially involving plagiarism, will be subject to the
penalties set out in the regulations. Students should familiarize themselves with sections 23 to 46 of the disciplinary regulations.

These can be found (in French only) at the following web address:
© Université Laval Page 12 de 18
These can be found (in French only) at the following web address:
http://ulaval.ca/reglement-disciplinaire

Students with disabilities, learning difficulties or mental health problems

In order to benefit from accommodation measures for a class or an exam, it is necessary to make an appointment with a counsellor
specializing in the welcoming and support of students with disabilities (Accueil et soutien aux étudiants en situation de handicap
(ACSESH)) at the Student Assistance Centre (Centre d'aide aux étudiants). To do this, students with a permanent functional limitation
should visit the website monPortail.ulaval.ca/accommodement   and make an appointment as soon as possible.

Activation of the accommodation measures should be completed via the website monPortail.ulaval.ca/accommodement   within a
week of authorization, so as to ensure that they are in place. Students who have already arranged for accommodation measures must
also activate them for their classes and/or exams via the website monPortail.ulaval.ca/accommodement   so that they can be put into
place. Please note that activation of accommodation measures must be done within the first two weeks of classes.

For all questions pertaining to accommodation measures for classes at FSA ULaval, you can contact the FSA ULaval Exam Center (Centre
des examens FSA ULaval) at Examens.Accommodements@fsa.ulaval.ca.

Deadlines and Overdue Work

Deadline management

Any delay in handing over the work will result in a loss of 10% per day for the work in question. It should be noted that a maximum delay
of 4 calendar days can be accepted, otherwise it leads to a 0 grade for the said work.

However, it is possible that exceptional circumstances may prevent a student from submitting a piece of work on time. In this case, an
agreement must be reached with the professor.

Laptop and Software Requirements

Below you will find the minimum technology requirements for compatibility with the technological environment at FSA ULaval and, thus,
for which we can provide support via our Comptoir d'aide APTI :

Computer :

Be certain that your computer is running macOS 10, Windows 8.1 or later versions, and that all security updates are installed.
Verify also that your system is compatible with the most recent versions of internet navigators. The University recommends using
the latest versions of Google Chrome, Microsoft Edge, Mozilla Firefox or Safari.

Office suite :

You must have an up-to-date office suite.

You will have the use of Office 365 Pro Plus office suite free of charge during your studies at Laval University.
You can connect to Office 365 using your IDUL@ulaval.ca and password (NIP) to use the applications.

Camera and headset :

You must have a camera that works with your computer.

You must also have a headset with a microphone, preferably not a cordless model; headsets that connect with cords cause less
feedback between speakers and microphone.

Internet connection :

Your internet connection must be stable and capable of working at a minimum speed of 10 Mbit/s.
Depending on your program and the platforms used, your data consumption may vary from 25G to more than 80G per month. It is
recommended to choose an unlimited data package from your service provider, if possible, in order to avoid overage charges.

Email account :

Upon admission, every student is issued a University email address in the form firstname.familyname.nn@ulaval.ca, where « nn » is a
one- or two-digit number.

Every student is responsible for managing and regularly consulting his or her University email account. The University email address
© Université Laval Page 13 de 18
 Every student is responsible for managing and regularly consulting his or her University email account. The University email address
is the official form of communication for announcements and directives sent by teachers, the Faculty and the University.
For further information, please consult the following information page on the Faculty website 
http://www.fsa.ulaval.ca/courrier-electronique-etudiant 

Course Appreciation
At the end of the course, the Faculty will conduct a summative evaluation, by soliciting your comments and suggestions, to determine
whether the teaching method achieved its goals and your degree of satisfaction. During the session, a link to the course appreciation
form will be uploaded to the course website home page.

Please note that your responses to the questions and your comments will remain anonymous. Your participation in the course
appreciation process is very important, as it helps us improve the quality of our courses, programs and teaching.

Teaching Materials

see material provided in Course Content

Each week, material will be made available for you to read. Reading this material will help you make sense of the presentations and help
you translate knowledge to practice. There are no volumes/book for you to buy: all the material is provided online. 

References and Appendices

References
Aust, B., Rugulies, R., Finken, A., & Jensen, C. (2010). When workplace interventions lead to negative effects: Learning from failures. 
Scandinavian Journal of Public Health, 38(3 suppl), 106-119. doi:10.1177/1403494809354362

Bailey, T. S., Dollard, M. F., & Richards, P. A. M. (2015). A National Standard for Psychosocial Safety Climate (PSC): PSC 41 as the
Benchmark for Low Risk of Job Strain and Depressive Symptoms. Journal of Occupational Health Psychology, 20(1), 15-26. doi:10.1037
/a0038166

Bambra, C., Riordan, R., Ford, J., & Matthews, F. (2020). The COVID-19 pandemic and health inequalities. Journal of Epidemiology and
Community Health, jech-2020-214401. doi:10.1136/jech-2020-214401

Bergström, G., Gustafsson, K., Aboagye, E., Marklund, S., Aronsson, G., Björklund, C., & Leineweber, C. (2020). A Resourceful Work
Environment Moderates the Relationship between Presenteeism and Health. A Study Using Repeated Measures in the Swedish Working
Population. International Journal of Environmental Research and Public Health, 17(13). doi:10.3390/ijerph17134711

Bernstrøm, V. H., & Houkes, I. (2020). Shift work and sickness absence at a Norwegian hospital: a longitudinal multilevel study.
Occupational and Environmental Medicine, 77(8), 555. doi:10.1136/oemed-2019-106240

Biron, C., St-Hilaire, F., Baril-Gingras, G., Paradis, M-E., Chabot, S., Lefebvre, R., Ivers, H., Vézina, M., Fournier, P-S., Gilbert-Ouimet, M.,
Brisson, C. . (2016). Conditions facilitant l'appropriation de démarches préventives en santé psychologique au travail par les gestionnaires, R-
921. Montréal: Institut de recherche Robert-Sauvé en santé et en sécurité du travail, 91 p.

Biron, C., Baril-Gingras, G., Lefebvre, R., Chabot, S., & Boulay-Leclerc, S. (2019). Factors influencing managers' ownership of organisational
health interventions. In M. Dollard, C. Doorman, & M. A. Idris (Eds.), Psychosocial safety climate: A new work stress theory (pp. 365-384).
Dordrecht: Springer Science+Business Media.

Biron, C., Ivers, H., & Brun, J. P. (2016). Capturing the Active Ingredients of Multicomponent Participatory Organizational Stress
Interventions Using an Adapted Study Design. Stress & Health, 32(4), 275-284. doi:10.1002/smi.2700

Biron, C., Karanika-Murray, M., & Cooper, C. L. (2012). Organizational stress and well-being interventions : An overview. In C. Biron, M.
Karanika-Murray, & C. L. Cooper (Eds.), Improving organizational interventions for stress and well-being : Addressing process and context. 
(pp. 1-17). London and New York: Routledge.

Biron, C., Karanika-Murray, M., & Cooper, C. L. (2012). What works, for whom, in which context? Researching organizational interventions
© Université Laval Page 14 de 18
Biron, C., Karanika-Murray, M., & Cooper, C. L. (2012). What works, for whom, in which context? Researching organizational interventions
on psychosocial risks using realistic evaluation principles. In C. Biron, M. Karanika-Murray, & C. L. Cooper (Eds.), Improving organizational
interventions for stress and well-being : Addressing process and context. (pp. 163-184). London and New York: Routledge.

Biron, C., Parent-Lamarche, A., Ivers, H., & Baril-Gingras, G. (2018). Do as you say: The Effects of Psychosocial safety climate on managerial
quality in an organizational health intervention. International Journal of Workplace Health Management, 11(4), 228-244. doi:https://doi.org
/10.1108/IJWHM-01-2018-0009

Bouziri, H., Smith, D. R. M., Descatha, A., Dab, W., & Jean, K. (2020). Working from home in the time of COVID-19: how to best preserve
occupational health? Occupational and Environmental Medicine, 77(7), 509. doi:10.1136/oemed-2020-106599

Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of
quarantine and how to reduce it: rapid review of the evidence. The Lancet, 395(10227), 912-920. doi:10.1016/S0140-6736(20)30460-8

Bourbonnais, R., Jauvin, N., Dussault, J., & Vézina, M. (2012). Evaluation of an intervention to prevent mental health problems among
correctional officers In C. Biron, M. Karanika-Murray, & C. C. L. (Eds.), Improving organizational interventions for stress and well-being:
Addressing process and context. London: Routledge.

Bramberg, E. B., Holmgren, K., Bultmann, U., Gyllensten, H., Hagberg, J., Sandman, L., & Bergstrom, G. (2018). Increasing return-to-work
among people on sick leave due to common mental disorders: design of a cluster-randomized controlled trial of a problem-solving
intervention versus care-as-usual conducted in the Swedish primary health care system (PROSA). BMC Public Health, 18, 11. doi:10.1186
/s12889-018-5816-8

Brough, P., & O'Driscoll, M. (2010). Organizational interventions for balancing work and home demands: an overview. Work & Stress, 24,
280 - 297. 

Cancelliere, C., Cassidy, J. D., Ammendolia, C., & Côté, P. (2011). Are workplace health promotion programs effective at improving
presenteeism in workers? A systematic review and best evidence synthesis of the literature. BMC Public Health, 11, 395-395. doi:10.1186
/1471-2458-11-395

Christensen, M., Innstrand, S. T., Saksvik, P. Ø., & Nielsen, K. (2019). The Line Manager's Role in Implementing Successful Organizational
Interventions. The Spanish journal of psychology, 22, E5. doi:10.1017/sjp.2019.4

Cooper, C., & Lu, L. (2016). Presenteeism as a global phenomenon: Unraveling the psychosocial mechanisms from the perspective of
social cognitive theory. Cross Cultural & Strategic Management, 23(2), 216-231. doi:10.1108/CCSM-09-2015-0106

Cox, T., Karanika-Murray, M., Griffiths, A., & Houdmont, J. (2007). Evaluating organizational-level work stress interventions: Beyond
traditional methods Work & Stress, 21(4), 348-362. 

Cox, T., Taris, T. W., & Nielsen, K. (2010). Organizational interventions: Issues and challenges. Work & Stress, 24(3), 217 - 218. 

Dextras-Gauthier, J., Marchand, A., & Haines III, V. (2012). Organizational culture, work organization conditions, and mental health: A
proposed integration. International Journal of Stress Management, 19(2), 81-104. doi:10.1037/a0028164

Dollard, M. F., & Gordon, J. A. (2014). Evaluation of a participatory risk management work stress intervention. International Journal of
Stress Management, 21(1), 27-42. doi:10.1037/a0035795

Egan, M., Bambra, C., Petticrew, M., & Whitehead, M. (2009). Reviewing evidence on complex social interventions: appraising
implementation in systematic reviews of the health effects of organisational-level workplace interventions. Journal of Epidemiology and
Community Health, 63(1), 4-11. doi:10.1136/jech.2007.071233

Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 56(8),
1328-1343. doi:10.1002/pits.22279

Fridrich, A., Jenny, G. J., & Bauer, G. F. (2016). Outcome expectancy as a process indicator in comprehensive worksite stress management
interventions. International Journal of Stress Management, 23(1), 1-22. doi:10.1037/a0039202

Gerich, J. (2016). Determinants of presenteeism prevalence and propensity: Two sides of the same coin? Archives of Environmental &
Occupational Health, 71(4), 189-198. doi:10.1080/19338244.2015.1011268

Gilbert-Ouimet, M., Brisson, C., Vézina, M., Trudel, L., Bourbonnais, R., Masse, B., . . . Dionne, C. E. (2011). Intervention Study on
Psychosocial Work Factors and Mental Health and Musculoskeletal Outcomes. HealthcarePapers, 11(Sp), 47-66. 

© Université Laval Page 15 de 18

Harvey, S. B., Modini, M., Joyce, S., Milligan-Saville, J. S., Tan, L., Mykletun, A., . . . Mitchell, P. B. (2017). Can work make you mentally ill? A
systematic meta-review of work-related risk factors for common mental health problems. Occupational and Environmental Medicine, 74
(4), 301. doi:10.1136/oemed-2016-104015

Hasle, P., Limborg, H. J., & Nielsen, K. T. (2014). Working environment interventions – Bridging the gap between policy instruments and
practice. Safety Science, 68, 73-80. doi:https://doi.org/10.1016/j.ssci.2014.02.014

Hasson, H. (2010). Systematic evaluation of implementation fidelity of complex interventions in health and social care. Implementation
Science, 5(1), 67. 

Holman, D., & Axtell, C. (2016). Can job redesign interventions influence a broad range of employee outcomes by changing multiple job
characteristics? A quasi-experimental study. Journal of Occupational Health Psychology, 21(3), 284. 

Ipsen, C., Gish, L., & Poulsen, S. (2015). Organizational-level interventions in small and medium-sized enterprises: Enabling and inhibiting
factors in the PoWRS program. Safety Science, 71(Part C), 264-274. doi:https://doi.org/10.1016/j.ssci.2014.07.017

Kaluza, A. J., Boer, D., Buengeler, C., & van Dick, R. (2020). Leadership behaviour and leader self-reported well-being: A review, integration
and meta-analytic examination. Work & Stress, 34(1), 34-56. doi:10.1080/02678373.2019.1617369

Karanika-Murray, M., & Biron, C. (2015). Derailed organizational health and well-being interventions - Confessions of failure, solutions for
success. Dordrecht: Springer Science+Business Media 

Karanika-Murray, M., & Biron, C. (2019). The health-performance framework of presenteeism: Towards understanding an adaptive
behaviour. Human Relations, 001872671982708. doi:10.1177/0018726719827081

Karanika-Murray, M., Biron, C., & Saksvik, P. Ø. (2016). Editorial - Organizational Health Interventions: Advances in Evaluation
Methodology. Stress and Health, 32(4), 255–257. doi:10.1002/smi.2708

Kelloway, E. K., & Barling, J. (2010). Leadership development as an intervention in occupational health psychology. Work & Stress, 24(3),
260 - 279. 

Keus van de Poll, M., Nybergh, L., Lornudd, C., Hagberg, J., Bodin, L., Kwak, L., . . . Bergstrom, G. (2020). Preventing sickness absence
among employees with common mental disorders or stress-related symptoms at work: a cluster randomised controlled trial of a
problem-solving-based intervention conducted by the Occupational Health Services. Occupational and Environmental Medicine, 77(7),
454. doi:10.1136/oemed-2019-106353

Kivimaki, M., Nyberg, S. T., Batty, G. D., Fransson, E. I., Heikkila, K., Alfredsson, L., & Consortium, I. P.-W. (2012). Job strain as a risk factor for
coronary heart disease: a collaborative meta-analysis of individual participant data. Lancet, 380(9852), 1491-1497. doi:10.1016/S0140-6736
(12)60994-5

Kompier, M., & Aust, B. (2016). Organizational stress management interventions: Is it the singer not the song? Scandinavian journal of
work, environment & health, 42(5), 355-358. 

LaMontagne, A. D., Keegel, T., Shann, C., & Noblet, A. (2015). Integrating job stress and workplace mental health literacy intervention:
Challenges and benefits. In M. Karanika-Murray & C. Biron (Eds.), Derailed organizational health and well-being interventions - Confessions
of failure, solutions for success. Dordrecht: Springer.

Lamontagne, A. D., Noblet, A., & Landsbergis, P. A. (2012). Intervention development and implementation: understanding and addressing
barriers to organizational-level interventions. In Biron C., M. Karanika-Murray, & Cooper C. L. (Eds.), Improving organizational interventions
for stress and well-being: Adressing process and context. London: Routledge.

Legg, S. J., Olsen, K. B., Laird, I. S., & Hasle, P. (2015). Managing safety in small and medium enterprises. Safety Science, 71, 189-196. doi:
https://doi.org/10.1016/j.ssci.2014.11.007

Leka, S., Van Wassenhove, W., & Jain, A. (2015). Is psychosocial risk prevention possible? Deconstructing common presumptions. Safety
Science, 71, 61-67. doi:https://doi.org/10.1016/j.ssci.2014.03.014

Liu, B., & Lu, Q. (2020). Creating a Sustainable Workplace Environment: Influence of Workplace Safety Climate on Chinese Healthcare
Employees' Presenteeism from the Perspective of Affect and Cognition. Sustainability, 12(6), 2414. 

Liu, B., Lu, Q., Zhao, Y., & Zhan, J. (2020). Can the Psychosocial Safety Climate Reduce Ill-Health Presenteeism? Evidence from Chinese
Healthcare Staff under a Dual Information Processing Path Lens. International Journal of Environmental Research and Public Health, 17(8),
2969. 

© Université Laval Page 16 de 18

Llorens, C., Navarro, A., Salas, S., Utzet, M., & Moncada, S. (2019). For better or for worse? Psychosocial work environment and direct
participation practices. Safety Science, 116, 78-85. doi:https://doi.org/10.1016/j.ssci.2019.02.028

Lohaus, D., & Röser, F. (2019). Millennials: sickness presenteeism and its correlates: a cross-sectional online survey. BMJ Open, 9(7),
e026885. doi:10.1136/bmjopen-2018-026885

Madsen, I. E., Nyberg, S. T., Hanson, L. M., Ferrie, J. E., Ahola, K., Alfredsson, L., . . . Burr, H. (2017). Job strain as a risk factor for clinical
depression: systematic review and meta-analysis with additional individual participant data. Psychological medicine, 47(8), 1342-1356. 

Magnusson Hanson, L. L., Westerlund, H., Chungkham, H. S., Vahtera, J., Rod, N. H., Alexanderson, K., . . . Head, J. (2018). Job strain and
loss of healthy life years between ages 50 and 75 by sex and occupational position: analyses of 64 934 individuals from four prospective
cohort studies. Occupational and Environmental Medicine, 75(7), 486. 

Mikkelsen, M. B., & Rosholm, M. (2018). Systematic review and meta-analysis of interventions aimed at enhancing return to work for sick-
listed workers with common mental disorders, stress-related disorders, somatoform disorders and personality disorders. Occupational
and Environmental Medicine, 75(9), 675. 

Miraglia, M., & Johns, G. (2016). Going to Work Ill: A Meta-Analysis of the Correlates of Presenteeism and a Dual-Path Model. Journal of
Occupational Health Psychology, 21(3), 261-283. doi:10.1037/ocp0000015

Montano, D., Hoven, H., & Siegrist, J. (2014). Effects of organisational-level interventions at work on employees' health: a systematic
review. BMC Public Health, 14(1), 135. 

Moore, G. F., Evans, R. E., Hawkins, J., Littlecott, H., Melendez-Torres, G. J., Bonell, C., & Murphy, S. (2018). From complex social
interventions to interventions in complex social systems: Future directions and unresolved questions for intervention development and
evaluation. Evaluation, 25(1), 23-45. doi:10.1177/1356389018803219

Nielsen, K. M., & Miraglia, M. (2016). What works for whom in which circumstances? On the need to move beyond the ‘what works?'
question in organizational intervention research. Human Relations, 70(1), 40-62. doi:10.1177/0018726716670226

Nielsen, K., Daniels, K., Nayani, R., Donaldson-Feilder, E., & Lewis, R. (2019). Out of mind, out of sight? Leading distributed workers to
ensure health and safety. Work & Stress, 33(2), 173-191. doi:10.1080/02678373.2018.1509402

Nielsen, K., & Taris, T. W. (2019). Leading well: Challenges to researching leadership in occupational health psychology – and some ways
forward. Work & Stress, 33(2), 107-118. doi:10.1080/02678373.2019.1592263

Nyberg, A., Alfredsson, L., Theorell, T., Westerlund, H., Vahtera, J., & Kivimäki, M. (2009). Managerial leadership and ischaemic heart
disease among employees: the Swedish WOLF study. Occupational and Environmental Medicine, 66(1), 51-55. doi:10.1136/oem.
2008.039362

Rainbow, J. G., & Steege, L. M. (2017). Presenteeism in nursing: An evolutionary concept analysis. Nursing Outlook, 65(5), 615-623. doi:
https://doi.org/10.1016/j.outlook.2017.03.005

Randall, R., & Nielsen, K. (2012). Does the intervention fit? An explanatory model of intervention success and failure in complex
organizational environments. In C. Biron, M. Karanika-Murray, & C. L. Cooper (Eds.), Improving organizational interventions for stress and
well-being: Addressing process and context. New York, London: Routledge.

Randall, R., Nielsen, K., & Houdmont, J. (2018). Process Evaluation for Stressor Reduction Interventions in Sport. Journal of Applied Sport
Psychology, 1-18. doi:10.1080/10413200.2018.1480544

Rosen, C. C., Simon, L. S., Gajendran, R. S., Johnson, R. E., Lee, H. W., & Lin, S.-H. (2019). Boxed in by Your Inbox: Implications of Daily E-
Mail Demands for Managers' Leadership Behaviors. Journal of Applied Psychology, 104(1), 19-33. doi:10.1037/apl0000343

Ruhle, S. A., Breitsohl, H., Aboagye, E., Baba, V., Biron, C., Correia Leal, C., . . . Yang, T. (2019). “To work, or not to work, that is the question”
– Recent trends and avenues for research on presenteeism. European Journal of Work and Organizational Psychology, 1-20. doi:10.1080
/1359432X.2019.1704734

Salazar de Pablo, G., Vaquerizo-Serrano, J., Catalan, A., Arango, C., Moreno, C., Ferre, F., . . . Fusar-Poli, P. (2020). Impact of coronavirus
syndromes on physical and mental health of health care workers: Systematic review and meta-analysis. Journal of Affective Disorders, 275,
48-57. doi:https://doi.org/10.1016/j.jad.2020.06.022

Sim, M. R. (2020). The COVID-19 pandemic: major risks to healthcare and other workers on the front line. Occupational and Environmental
Medicine, 77(5), 281. doi:10.1136/oemed-2020-106567

© Université Laval Page 17 de 18

Sørensen, B. O. H. (2016). Evaluating an Organizational-Level Occupational Health Intervention in a Combined Regression Discontinuity
and Randomized Control Design. Stress and Health, n/a-n/a. doi:10.1002/smi.2699

Tafvelin, S., Nielsen, K., von Thiele Schwarz, U., & Stenling, A. (2019). Leading well is a matter of resources: Leader vigour and peer support
augments the relationship between transformational leadership and burnout. Work & Stress, 33(2), 156-172. doi:10.1080/02678373.
2018.1513961

Tafvelin, S., Stenling, A., Lundmark, R., & Westerberg, K. (2019). Aligning job redesign with leadership training to improve supervisor
support: a quasi-experimental study of the integration of HR practices. European Journal of Work and Organizational Psychology, 28(1), 74-
84. 

Taris, T. W., & Nielsen, K. (2019). Leadership in occupational health psychology. Work & Stress, 33(2), 105-106. doi:10.1080/02678373.
2019.1592262

Theorell, T. r., & Nyberg, A. (2019). Cultural activity at work: reciprocal associations with depressive symptoms in employees. International
archives of occupational and environmental health, 92(8), 1131-1137. doi:10.1007/s00420-019-01452-1

Stevelink, S. A. M., Pollitt, A., & Madan, I. (2019). Mental health and work: what's next? Occupational and Environmental Medicine, 76(10),
703. doi:10.1136/oemed-2019-105820

Timms, C., Brough, P., O'Driscoll, M., Kalliath, T., Siu, O. L., Sit, C., & Lo, D. (2015). Flexible work arrangements, work engagement, turnover
intentions and psychological health. Asia Pacific Journal of Human Resources, 53(1), 83-103. doi:10.1111/1744-7941.12030

von Thiele Schwarz, U., & Hasson, H. (2012). Effects of Worksite Health Interventions Involving Reduced Work Hours and Physical Exercise
on Sickness Absence Costs. Journal of Occupational and Environmental Medicine, 54(5), 538-544 510.1097/JOM.
1090b1013e31824e31811cd. 

von Thiele Schwarz, U., Lundmark, R., & Hasson, H. (2016). The dynamic integrated evaluation model (DIEM): achieving sustainability in
organizational intervention through a participatory evaluation approach. Stress and Health, 32(4), 285-293. doi:doi.org/10.1002/smi.2701 

Zadow, A., & Dollard, M. F. (2016). Psychosocial Safety Climate The Wiley Blackwell Handbook of the Psychology of Occupational Safety and
Workplace Health.

© Université Laval Page 18 de 18